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ERIC Number: EJ894319
Record Type: Journal
Publication Date: 2010-Sep
Pages: 20
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0013-1954
Lexical Bundle Analysis in Mathematics Classroom Discourse: The Significance of Stance
Herbel-Eisenmann, Beth; Wagner, David; Cortes, Viviana
Educational Studies in Mathematics, v75 n1 p23-42 Sep 2010
In this article, we introduce the lexical bundle, defined by corpus linguists as a group of three or more words that frequently recur together, in a single group, in a particular register (Biber, Johansson, Leech, Conrad, & Finegan, 2006; Cortes, "English for Specific Purposes" 23:397-423, 2004). Attention to lexical bundles helps to explore hegemonic practices in mathematics classrooms because lexical bundles play an important role in structuring discourse and are often treated as "common sense" ways of interacting. We narrow our findings and discussion to a particular type of lexical bundle (called a "stance bundle" or bundles that relate to feelings, attitudes, value judgments, or assessments) because it was the most significant type found. Through comparing our corpus from secondary mathematics classrooms with two other corpora (one from university classrooms (not including mathematics classrooms) and one from conversations), we show that most of the stance bundles were particular to secondary mathematics classrooms. The stance bundles are interpreted through the lens of interpersonal positioning, drawing on ideas from systemic functional linguistics. We conclude by suggesting additional research that might be done, discussing limitations of this work, and pointing out that the findings warrant further attention to interpersonal positioning in mathematics classrooms.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A